Twinning behaviour of TWIP steel studied by Taylor factor analysis

The twinning behaviour of Twinning-induced plasticity (TWIP) steel has been studied by analysing the grain orientation and the Taylor factor, based on microstructural and electron backscatter diffraction device observations. It is demonstrated that the Taylor factor can give an important guideline for determining the deformation mode of TWIP steel. The higher the Taylor factor, the easier the formation of twins and thus a tendency for the deformation mode to be mechanical twinning, while a low Taylor factor corresponds to a slip deformation mode. When the loading temperature is relatively low, the high Taylor factor regions increase and thus deformation twinning becomes easier while slip becomes more difficult, leading to increased tensile stress and decreased elongation.     

Elaboration and choice

Dhar and Gorlin (2013) proposed a dual-process perspective on choice. We applaud the effort to generate such a model, and we support the effort to integrate potentially disparate literatures under a general theoretical approach. In an attempt to further that goal of integration, we discuss similarities and differences between the proposed approach and the Elaboration Likelihood Model (Petty, 1977, Petty and Cacioppo, 1979, Petty and Cacioppo, 1986) — one of the earliest models of evaluative judgment to propose different mechanisms and consequences of judgments formulated at different levels of motivation and ability to process available information. In addition, because many choice settings involve familiar options that have been previously evaluated, we discuss potential implications of the literature on influences of attitudes on behavior (which can often be framed as involving a choice to act or not or to act in one way rather than another). In each case, we believe that these previous social psychological literatures provide insights that could enhance and extend the proposed model.     

Core Knowledge and the Emergence of Symbols: The Case of Maps

Map reading is unique to humans but is present in people of diverse cultures, at ages as young as 4 years old. Here, we explore the nature and sources of this ability and ask both what geometric information young children use in maps and what nonsymbolic systems are associated with their map-reading performance. Four-year-old children were given two tests of map-based navigation (placing an object within a small three-dimensional [3D] surface layout at a position indicated on a two-dimensional [2D] map), one focused on distance relations and the other on angle relations. Children also were given two nonsymbolic tasks, testing their use of geometry for navigation (a reorientation task) and for visual form analysis (a deviant-detection task). Although children successfully performed both map tasks, their performance on the two map tasks was uncorrelated, providing evidence for distinct abilities to represent distance and angle on 2D maps of 3D surface layouts. In contrast, performance on each map task was associated with performance on one of the two nonsymbolic tasks: Map-based navigation by distance correlated with sensitivity to the shape of the environment in the reorientation task, whereas map-based navigation by angle correlated with sensitivity to the shapes of 2D forms and patterns in the deviant-detection task. These findings suggest links between one uniquely human, emerging symbolic ability, geometric map use, and two core systems of geometry.     

血管外科CBL教学病例库的构建与应用

为克服传统教学模式的缺点,将CBL教学法引入血管外科临床教学并构建教学病例库.在本科生和轮转医生群体应用中发现,CBL教学病例库能有效促进知识理解和经验积累,并有利于培养临床思维、科研能力及合作精神,可在医学教育领域中进一步推广.     

人格分化假设:大学生样本的证据

基于智力差异的人格分化假设认为,高智力者比低智力者有更多可变的、更分化的人格。该研究在653名大学生样本中检验了这一假设,结果表明:(1)高IQ组比低IQ组倾向于获得更极端的人格分数,在大多数人格维度上,尤其是外倾性和开放性维度,高IQ组的人格结构更加分化。(2)除神经质与宜人性、外倾性与开放性的相关外,高IQ组在其他特质维度中都比低IQ组有更低的相关和更多的人格结构。(3)没有充分证据表明高IQ组比低IQ组在人格测量中有更高的信度。     

社会两难情境下的合作选择:自我利益和集体利益间的权衡

社会两难是个人利益与集体利益冲突的情景。在这种情景下,合作选择强调个体是通过分享使集体利益最大化,而非个人利益最大化。"自我控制"、"信任"与"内疚厌恶"被用来阐述两难情境下合作选择的机制。而神经层面的研究也发现,合作选择主要涉及以背外侧前额叶皮层为主的执行控制脑区、以腹内侧前额叶为主的情绪调节脑区,以及包括纹状体、伏隔核和眶额叶等在内的奖赏相关脑区。未来研究需从完善研究方法和内容、深化内在机制以及整合合作决策的神经机制等几个方面着手。     

Power,communion and satisfaction: Authenticity as a common mediator in China

We investigated the mediating effect of authenticity on the ability of power and communion to predict feelings of satisfaction in work, romantic and friendship roles in a Chinese sample. That authenticity mediates the effect of power on satisfaction in specific roles has been previously demonstrated in studies with Western participants, and this study sought to replicate these findings in an East Asian context. Furthermore, given the importance of communion in maintaining Chinese satisfaction, our second aim was to extend previous studies by testing whether authenticity mediates the effects of communion on Chinese satisfaction. One hundred and fifty Chinese participants completed the surveys addressing work, romantic relationships and friendships. The results reveal that both power and communion are significant predictors of Chinese satisfaction but their impact differed according to relationship type. Power and communion significantly predicted satisfaction in an interactive manner in business roles, but did so in an additive manner in close roles. More importantly, authenticity mediated the effects of both power and communion on Chinese satisfaction. These results show that authenticity is one of the common essences in the prediction of power and communion to Chinese satisfaction.     

地方本科院校新建专业教育教学改革的必要性——以宿州学院服装设计与工程专业教育教学改革为例

伴随着国家普通本科高校学历教育结构体系的改革浪潮,宿州学院服装设计与工程专业教育教学改革是向应用技术型高校转型的需要;是服务于宿州经济建设发展的需要;是提升人才培养质量和专业建设水平的需要,同时也是我国服装产业转型升级与高等教育衔接的需要。     

From No Name Woman to Birth of Integrated Identity: Trauma-Based Cultural Dissociation in Immigrant Women and Creative Integration

This paper explores the challenges in integration of ethnic identity among a certain segment of immigrant women who have experienced sexism related traumas in their culture of origin. Unlike other immigrant women who may come from a nontraumatic, average expectable environment of their culture of origin into American culture, these women’s assimilative experiences and integration of identity are more complicated by the fact that their ethnic identity is tied to trauma. These women may find a refuge in the American culture, while defensively dissociating from their culture of origin, disavowing ethnic ties, severing contact with family, or avoiding contact with people from the same ethnic group. Their avoidance of their culture of origin amounts to cultural dissociation. Cultural dissociation is hard to detect and work with because cultural phenomenon in general is a blind spot for most American psychoanalysts. I contend that in order to successfully engage dissociated cultural states, a therapist’s ability to self reflect on her cultural situatedness is crucial. The creative challenge of the analyst-patient dyad is to disentangle the patient’s particular traumatic experiences from nontraumatizing normative aspects of the culture of origin in order to promote a viable ethnic identity.     

Dual-learning systems during speech category learning

Dual-system models of visual category learning posit the existence of an explicit, hypothesis-testing reflective system, as well as an implicit, procedural-based reflexive system. The reflective and reflexive learning systems are competitive and neurally dissociable. Relatively little is known about the role of these domain-general learning systems in speech category learning. Given the multidimensional, redundant, and variable nature of acoustic cues in speech categories, our working hypothesis is that speech categories are learned reflexively. To this end, we examined the relative contribution of these learning systems to speech learning in adults. Native English speakers learned to categorize Mandarin tone categories over 480 trials. The training protocol involved trial-by-trial feedback and multiple talkers. Experiments 1 and 2 examined the effect of manipulating the timing (immediate vs. delayed) and information content (full vs. minimal) of feedback. Dual-system models of visual category learning predict that delayed feedback and providing rich, informational feedback enhance reflective learning, while immediate and minimally informative feedback enhance reflexive learning. Across the two experiments, our results show that feedback manipulations that targeted reflexive learning enhanced category learning success. In Experiment 3, we examined the role of trial-to-trial talker information (mixed vs. blocked presentation) on speech category learning success. We hypothesized that the mixed condition would enhance reflexive learning by not allowing an association between talker-related acoustic cues and speech categories. Our results show that the mixed talker condition led to relatively greater accuracies. Our experiments demonstrate that speech categories are optimally learned by training methods that target the reflexive learning system.